SEN and SRP

SEN Information

Specialist Resourced Provision (SRP)

The Specialist Resourced Provision at Drayton Green caters for children with a range of needs, who cannot access the learning in a mainstream class.

Children are placed in the SRP if they have an Educational Health and Care Plan and all admissions go through the SEN team in Ealing, not through the mainstream admissions process.

Please see link below for further information on the Ealing Local Offer:

Ealing Local Offer
www.ealinglocaloffer.org.uk

For 0-25 year olds with special educational needs or a disability
Contact 020 8825 5588 or email children@ealing.gov.uk

SRP Curriculum Information

The children follow a broad and balanced curriculum incorporating aspects of the Early Years Foundation Stage Curriculum, the EQUALS Scheme of Work and the National Curriculum as required on a personalised basis.

The lessons are carefully planned to ensure progression through a range of engaging topics and cross-curricular activities.

The children are taught in mixed age classes and grouped according to their stage of development and interests, depending on the lesson or activity being taught.

There are 3 pathways that children can be grouped into in the SRP, semi formal, formal and integration. The pathways enable children to access the curriculum at a level which best enables them to make progress. The children may access different pathways for different areas of the curriculum, working across all rooms of the SRP and with different members of staff to develop their skills and understanding.

The same topics or themes will be taught across the whole SRP, however the activities will be designed and personalised to support the development within each pathway.

The topics covered will be on a 4 year cycle. The topics for this year are:

In addition to focusing on academic progression, the staff in the SRP support the children to make progress with communication, social skills, regulation strategies and physical development. Targets are set for each child, with the support of the therapists that wirk with the SRP and children follow a personal plan to support them to improve in all areas during their time in the SRP.

Integration

When children are ready and able to they join lessons in the mainstream classes. Initially children may join less structured lessons such as art, PE or playtimes to build relationships with their peers and when they are able to, they will join for more formal lessons, with reducing support. The level of integration depends on the needs, abilities and confidence of each child and is managed carefully on a case by case basis.

Children who are able to integrate with their mainstream classes will be supported within the SRP to meet their personal targets and focus on key areas that they need to develop.

Therapies

The SRP has multiple therapists that work alongside the staff to deliver therapy and support in relation to the children's targets set on their Educational Health and Care Plans.

Speech therapists and Occupational therapists visit the school weekly to deliver individual or group therapy sessions, offer training and support to staff and to set and review targets.

School staff then work with the children on the targets set daily or weekly as required.

The therapists also contribute to the annual reviews.

SRP Entry & Exit Criteria

ARP Entry and Exit for Website 2023.pdf

Drayton Green Specialist Resourced Provision
SRP SENCO	Rachel Arran
Tel:	020 3829 8204
Email:	admin@draytongreen.ealing.sch.uk
Needs catered for	SRPs provide placements for children and young people who require higher levels of specialist support and provision to meet their needs and to access learning and the mainstream curriculum. Children who attend the SRP may have a diagnosis or difficulties relating to: ASC, MLD, SpLD, Speech and Language or SEMH needs
Admissions	Children and young people aged 4-11 with an Education, Health and Care Plan (EHCP) who meet the criteria described below. Please note: admission to the SRP is coordinated by the Local Authority and not by the school directly. Carmelita House, 21-22 The Mall, W5 2PJ Tel: 020 8825 6910 Email: SENAS@ealing.gov.uk
Entry Criteria
Cognition and learning	Moderate Learning Difficulties (MLD) and/or Specific Learning Difficulties (SpLD) - Children working approximately two years below their age related expectations.
Communication and interaction	Autism, Autistic Spectrum Conditions and associated needs. Speech, language and communication needs.
Social, emotional and mental health	Moderate difficulties, Autistic Spectrum Conditions and associated needs.
Physical/sensory/medical	Sensory issues and/or difficulties with co-ordination and/ or motor skills.
The Specialist Resourced Provision supports children with a range of needs. Our experienced and well-qualified staff work with an extensive multi-disciplinary team to achieve the best outcome for each young person. Classes are split into: SRP D - Early Years and Key Stage 1 (9 pupils, 1 class teacher, 2 learning support teachers) SRP G – Key Stage 2 (12 pupils, 1 class teacher and 3 learning support assistants) Drayton Green has an on-site Speech and Language Therapist and an Occupational Therapist who visit school weekly to work with the SRP pupils and train our staff to ensure that strategies are implemented daily. SRP children may attend the mainstream school for part of their day, where appropriate. This could be playtimes, specialist subjects (Art, PE) or whole class learning. This process goes at the pace of the child. SRP staff work closely with mainstream staff to ensure needs are met across both settings.
Exit Criteria
The child: Has made expected progress in all areas of the National Curriculum. Is motivated to learn, is becoming more independent and can learn alongside peers in a mainstream class. Can work in groups with some oversight from adults. Can communicate their needs and manage their self-care independently. Can manage their stress levels with minimum adult support. Can develop friendship networks with adult prompts. OR The SRP provision is unsuitable for the child’s special educational needs and therefore they require more specialist provision. All decisions will be discussed with, and planned by, the teaching teams, parents and the young person in consultation with the Local Authority. If a change in placement is agreed, a carefully planned transition program will be completed to appropriately prepare the young person for the next stage in their learning.